13 Brain-Based Reasons for Lack of Acceleration

From Carol Lyons, OSU Trainer

Not having daily lessons. Lack of daily lessons means memory traces are not developed. Child and teacher must keep starting over.

Not using consistent language to help child organize his behavior. "Does it match?" should refer to 1-1 matching not everything.

Not offering enough demonstrations. Children are being asked to respond before they clearly understand how to do so.

Not knowing whether child can hear sounds in multi-syllabic words. Clap every chance you get. If child loses 1-1 because of multi-syllabic word, clap word and show child the parts. Clapping helps child learn to take words apart while reading.

Not insisting child coordinate "Point, say, look." across the lesson (repeated writing, locating known words, etc.; but not using finger during fluent reading.) This coordinated action helps get arousal going.

Not insisting that child "look say slide" when constructing words with magnetic letters in a coordinated way.

Not using oral directions in a consistent way in learning letter formation. Use the verbs for movement as it happens, e.g., "Down around, 'n' ". If child says, "Down, up, and around, 'n' " write it down and use that language consistently.

Teacher saying the words slowly for Hearing Sounds in Words, rather than the child.

Not teaching hard for phrasing and fluency early on to get automatic and flexible. More fluency means more myelin is produced; more electrical energy produced.

When child gets stuck, not retreating to previous learning. Move down in levels until the process is integrated.

DEVELOPING WORD KNOWLEDGE

Gradual Progress from Unknown to Known

(Paraphrased from Marie Clay)

UNKNOWN

NEW (never seen before)

SEEN BEFORE (can recognize as familiar)

WORKED WITH BEFORE (Teacher can refer back to this)

ALMOST UNDER CONTROL (Needs more work to make it solid)

CONTROLLED WITH LAPSES (Confusing items are particularly susceptible)

CONTROLLED, CORRECT (Requires attention, interferes with fluency)

FAST, FLUENT (Almost no attention required)

KNOWN

1. Recruitment

Interesting the student in the task

Getting commitment to the task as a goal

2. Demonstration

Demonstrating how a step is done

Demonstrating the object of the task

3. Reduction of degrees of freedom

Narrowing the task or the next move in the task

4. Direction maintenance

Keeping the student focused on the goal

5. Marking critical features

Bringing attention to critical features

Showing the student where to focus attention

6. Frustration control – while maintaining independence

Keeping things easy enough to be motivating

Helping with decisions when student is frustrated

7. Contingency management

Offering praise and/or encouragement as needed